So many efforts have been made, both at the legislative and policy-making level to ensure that learner discipline is handled more effectively and moves away from corporal punishment, which was the norm before the enactment of the current South African Schools Act. Some of the provisions of the Act stipulates that each school is responsible for setting up its own Disciplinary Code suited to its environment and developed in conjunction with relevant stakeholders like parents and other community leaders. The Act also makes provision for the setting up of structures such as the School Governance Body (SGB) and the School Management Team (SMT). A number of scholars have provided some insights on the issue of school discipline. Several of them have reported that in their research, several schools cited the lack of learner discipline as one of the problems hampering effective teaching and learning. The study, using various literature further attempts to make the distinction between discipline and punishment, stressing that the former is a process that uses teaching, modelling, and other appropriate strategies to maintain behaviour necessary to ensure a safe, orderly and productive learning environment by changing unacceptable behaviour to acceptable behaviour. On the other hand, punishment is a facet of discipline that involves action taken in response to inappropriate behaviour in order to correct or modify it, and to restore harmonious relations. Therefore punishment is a penalty or corrective measure inflicted on a person who has transgressed at school and is guilty of misconduct. The literature also shows that there are many difficulties and problems associated with implementing the discipline policy in South African schools in respect of the code of conduct. As a result, incidences of violence, gangsterism, stabbings, assaults on teachers and the rape of girls are quite common. Other researchers like Harber (2001) shows that such cases are actually increasing. Some findings from the research include the fact that there is no universally understood and clear definition of discipline which means it is interpreted differently 5 page with both learners and educators. Consequently, they perceive problems differently and come up with different solutions. Generally, both parties are of the opinion of the fact that the whole disciplinary process is not working as effectively as it should. The primary recommendation therefore is to review the whole policy and the statutory instrument in which both learners and educators base on the policy so that it reflects the current situation and takes cognisance of the challenges faced.

Thesis (Ed. D.)--West Virginia University, 2009. / Title from document title page. Document formatted into pages; contains ix, 104 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 72-81).

Thesis (Ph. D.)--West Virginia University, 2004. / Title from document title page. Document formatted into pages; contains v, 111 p. : ill. Includes abstract. Includes bibliographical references (p. 67-76).

Thesis (Ph. D.)--University of Notre Dame, 2003. / Thesis directed by Julia M. Braungart-Rieker for the Department of Psychology. "December 2003." Includes bibliographical references (leaves 73-80).

Thesis (Ph. D.)--University of Toronto, 2007. / Source: Dissertation Abstracts International, Volume: 68-06, Section: A, page: 2317. Includes bibliographical references (leaves 54-59).

The purpose of the study was to develop strategies for maintaining discipline among learners in secondary schools in Kenya in the post-caning era. More specifically, the objectives of this study were to: - Examine disciplinary strategies that are revealed in the relevant literature that will assist the Kenyan public secondary schools manage student discipline in the post-caning area; - Examnine the exsisting approaches to discipline that are being adopted by secondary schools in Kenya in the post-caning era; - Develop strategies for managing student discipline in public secondary schools in Kenya in the post-caning era.

This small-scale study was designed to investigate post-corporal punishment disciplinary strategies used by level one educators in an ex-HOD secondary school in South Durban. This qualitative study gathered data through the case study approach for the following key questions : 1. What are the challenges being faced by educators in maintaining pupil discipline? 2. What strategies do educators employ to cope with post apartheid reforms such as large, multiracial classes, abolition of corporal punishment and the removal of a guidance counsellor? 3. What are the educators' perceptions of the support they receive from the school and the community, if any, in dealing with pupil indiscipline? As this research examines educators' perceptions on pupil discipline, it naturally lends itself to the qualitative research design. Within the qualitative design the case study provides the opportunity to obtain first hand information which can be used to do an in depth analysis of how educators relate to various factors and processes regarding learner discipline in the school under study. In order to obtain a full picture of discipline in the school under study the investigator obtained data through semi-structured interviews, observations of managers', level one educators' and pupils' behaviour as well as review of documents such as the staff minute books and the educators' discipline records. In response to the numerous post apartheid reforms that schools find themselves experiencing, schools need to develop strategies such as teamwork, collaboration, delegation and open communication. The collective creativity and energy generated as a team is what is needed to face the reforms that schools are constantly being bombarded with. It is these reforms which can adversely affect the discipline of learners if not anticipated timeously by monitoring mechanisms in the school. These monitoring mechanisms such as regular networking can result in improvement to present policies and procedures so that they can align themselves with these post apartheid educational reforms. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2004.

Some of our teachers are so imbued with the idea that violence solves problems for them at school that they don't realize that there is an effective alternative discipline that is humane and violence free. They are not alone in this trap. Parents and learners too also strongly believe that inflicting reasonable pain is morally an acceptable disciplinary measure, and a deterrent. This study seeks to understand the reasons that make teachers perpetuate the culture of corporal punishment today, despite the fact that the 1996 South African Schools Act abolished the practice in all public and private institutions by declaring that the use of any form of physical punishment is unlawful and unconstitutional. Anyone, therefore, who contravenes the act, is guilty of an offence. This legal concept seems to be confined within public and private institutions, and does not extend to the parents at home and to society at large, where the culture of physical punishment is still widely practiced. From the point of view of Systems Theory we regard a school as a social system. Regard for the perspectives of the people involved in this human system is important in identifying problem situations, exploring them, and developing a grounded theory to account for them. In this study I employ the Primary Research Paradigm and use surveys as a means of collecting the research data. Winberg (1997:30) says that Primary research occurs through direct interaction between the researcher and the researched. It is sensitive and sees with the eyes of the researched and walks in their shoes. I use triangulation, combining conversations, interviews, observations, questionnaires and documentary analysis to collect data on the feelings, attitudes and perceptions of teachers, learners and parents. / Thesis (M.Com.)-University of KwaZulu-Natal, 2008.

Valstybinės vaiko teisių apsaugos ir įvaikinimo tarnybos 2011 metų veiklos ataskaitos duomenimis per 2009 metus tėvų globos neteko 2175 vaikai, 2010 metus – 2145, o per 2011 metus net 2305 vaikai. Dėl tėvų nesirūpinimo, nesidomėjimo vaiku, jo nepriežiūros, netinkamo auklėjimo (taip pat ir smurto apraiškų) 2009 metais tėvų globos neteko 1395, 2010 metais – 1443, o 2011 metais – 1704 vaikai. Akivaizdu, kad tėvų nesugebėjimas pasirūpinti vaiku (-ais), nesidomėjimas, nepriežiūra bei netinkamas jų auklėjimas - viena iš pagrindinių globos/rūpybos vaikams nustatymo ir vaiko atskyrimo nuo šeimos priežastis. Plačiai diskutuojama apie smurtinio (tiek fizinio, tiek psichologinio) pobūdžio bausmių ydingumą ir žalingą poveikį vaiko raidai, tačiau mažai dėmesio skiriama alternatyviesiems vaikų auklėjimo metodams. Bakalauro darbe atskleidžiami teoriniai auklėjimo ir disciplinavimo sampratos, Lietuvos Respublikos teisės aktų nuostatų, reguliuojančių šeiminius santykius ir elgesį su vaiku, vaikų drausminimo šeimoje metodų ir jų taikymo ypatumų aspektai. Suformuluota hipotezė, kad šeimose taikomi vaikų drausminimo metodai, orientuoti į momentinį netinkamo vaikų elgesio eliminavimą ir besąlygišką paklusnumą tėvų valdžiai. Tyrimo objektas - vaikų drausminimo šeimoje metodai ir jų taikymas kontroliuojant ir koreguojant netinkamą elgesį. Tyrimo tikslas - teoriškai ir empiriškai pagrįsti vaikų drausminimo šeimoje metodus ir jų taikymo ypatumus kontroliuojant ir koreguojant netinkamą elgesį... [toliau žr. visą tekstą] / According to the data of 2011 annual performance report of State Child Rights Protection and Adoption Service, in the year 2009 2175 children deprived of parental care while in the year 2010 this number equalled 2145 and in 2011 even 2305 children. Furthermore, in 2009 1395 children deprived of parental care due to child neglect, lack of interest in his/her interests and improper upbringing (including forms of violence) while in 2010 this number increased up to 1443 and in 2011 this number was 1704 children. It is obvious that parents' inability to take care of a child, loss of interest, neglect and improper upbringing are the main reasons for establishment of care/wardship for children and child’s separation from the family. Viciousness of punishment (physical and psychological) and its harmful effects on child's development is widely discussed but too little attention is being paid to alternative parenting methods. The bachelor’s thesis reveals theoretical concepts of parenting and discipline, the aspects of the provisions of the legislation of the Republic of Lithuania governing family relationships and behaviour with a child as well as child discipline techniques and the peculiarities of their usage. The hypothesis that families usually employ children discipline techniques that focus on the momentary elimination of children misbehaviour and unconditional obedience to parental authority was formed. The subject of the research is children discipline techniques in the... [to full text]

Although girls make up a small portion of students identified as having emotional or behavioral disorders (EBD), there has been a steady and significant increase in the number of violent incidences in schools involving girls. Yet few intervention programs are in place to address the unique needs of girls with EBD problems of an aggressive nature. This study examined the effectiveness of Time Away (TA), a conflict resolution program emphasizing social skill training currently being employed at the elementary school level in an Indiana school district. TA involves three phases (Albrecht, 1992): timeout—after several unsuccessful attempts by the teacher to resolve conflicts, the offending student is sent to the TA room and placed in a 10-min timeout ("cool down") period; redirection—the student then participates briefly in an academic ("getting back on track") activity; and conflict resolution—a subsequent debriefing period during which time the student is encouraged to examine the events leading to the problem behavior, the specific unacceptable actions that resulted in removal from the classroom, and the consequences along with possible alternative actions that could avoid such problems in the future.This study compared two school districts, one using TA and another using traditional disciplinary practices. TA referrals and disciplinary referrals were compared for both school districts and variables such as gender, socioeconomic status, and the number of referrals made were analyzed. In addition, teachers using TA were surveyed to determine their perceptions of the effectiveness of the TA program and their possible use of it in the future. Their responses to open-ended survey questions were examined qualitatively by grouping them according to themes that emerged from a content analysis. Results of the referral analysis gave support to its effectiveness for girls: In the school district where TA was implemented, girls received 30% fewer referrals than boys in that district and 28% fewer referrals than either boys or girls in the comparison school district that did not use TA. Possible reasons for these results along with recommendations for improving the TA program are discussed. / Department of Special Education